Making Mentoring Work
1st Edition
Published on 13. August 2014
1 pages
979-8-216-28562-5 (ISBN)
Description
Making Mentoring Work is a practical guide for school leaders interested in beginning or enhancing their mentoring programs for new teachers. Readers can use the mentoring program rubric to pre-assess their program and then choose the chapters that correspond to areas of growth. Each chapter provides background research as well as practical steps and tools to make mentoring work in a school environment. At the end of each section, readers will find discussion guides that support program leaders in making the next steps; organizing conversations with stakeholders that will transform and streamline new teacher support programs; and increase new teacher retention and practice.
More details
Edition
1. Auflage
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Illustrations
7 tables; 2 textboxes
ISBN-13
979-8-216-28562-5 (9798216285625)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Emily Davis
Making Mentoring Work
Book
08/2014
Rowman & Littlefield Publishers
€106.60
Shipment within 10-20 days
Person
Emily Davis, PhD, is the Program Director for the Santa Cruz/Silicon Valley New Teacher Project, New Teacher Center. Her work focuses primarily on the research and development of high quality mentoring for new teachers.
Content
Acknowledgments
List of Important Figures, Tables, and Textboxes
Foreword, Ellen Moir
Preface
Introduction
New Teacher Mentoring Program Assessment Rubric
Section I: Features of Effective Mentoring
Chapter 1: Careful Selection of Mentors
Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development
Chapter 3: Strategic Deployment of Mentors
Chapter 4: Protected and Well-Used Mentoring Time
Chapter 5: Using Data to Support Continuous Program Improvement
Section I Discussion Guide
Section II: Tailoring Mentoring Support
Chapter 6: Consideration of New Teacher Needs and Experiences
Chapter 7: Planning for New Teacher Growth and Development
Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers
Section II Discussion Guide
Section III: Administrative Support and School Context
Chapter 9: Sustainably Assigning New Teachers
Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues
Chapter 11: Deepening Mentor-Administrator Connections
Chapter 12: Fostering Positive New Teacher-Administrator Relationships
Section III Discussion Guide
Conclusion: Bringing It All Together
References
List of Important Figures, Tables, and Textboxes
Foreword, Ellen Moir
Preface
Introduction
New Teacher Mentoring Program Assessment Rubric
Section I: Features of Effective Mentoring
Chapter 1: Careful Selection of Mentors
Chapter 2: Increasing Mentor Capacity Through Rigorous Professional Development
Chapter 3: Strategic Deployment of Mentors
Chapter 4: Protected and Well-Used Mentoring Time
Chapter 5: Using Data to Support Continuous Program Improvement
Section I Discussion Guide
Section II: Tailoring Mentoring Support
Chapter 6: Consideration of New Teacher Needs and Experiences
Chapter 7: Planning for New Teacher Growth and Development
Chapter 8: Tailoring Mentoring Programs to Appropriately Support New Teachers
Section II Discussion Guide
Section III: Administrative Support and School Context
Chapter 9: Sustainably Assigning New Teachers
Chapter 10: Providing Opportunities for Planning and Collaboration with Colleagues
Chapter 11: Deepening Mentor-Administrator Connections
Chapter 12: Fostering Positive New Teacher-Administrator Relationships
Section III Discussion Guide
Conclusion: Bringing It All Together
References
